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The Effects of Instructional Designs Matched to Individual Differences in Cognitive Styles on Concept Learning: A Trait-Treatment Interaction Study.
Elliot, Charles A. – 1976
This study was designed to determine whether instructional treatments specifically designed to match identifiable learner characteristics can produce significantly better learning than mismatched instruction. Instructional treatments for geometry were developed to match learning patterns of individual students, using field-dependence and…
Descriptors: Achievement Gains, Cognitive Style, Elementary Education, Grade 3